One fact emerges clearly from the analysis of data/information collected for the purpose of assessing the need for and the utilization of specific applications of the NCIH.
There is an express need for distance learning technologies which will fulfill the demands of today’s environment. These demands include efficiency, regionalization, equity, convenience, and other needs of an emerging global society. The results of the User Survey are reinforced by results of NCIH Regional Meetings relative to expressed needs for education. Although the results of these meetings are to be reported separately, two of the members of the Needs Assessment Focus Group attended the NCIH Regional Meeting in Fayetteville, NC on February 15, 1996. Attendees included representatives of public schools, universities, community colleges, city/county governments, military, social services, health care, etc. Input from these stakeholders identified equity in education, higher educational attainment, and availability of current information as specific educational needs. There is also an identified need for other applications to a lesser extent at this time; however, as the technology develops, the demand for theses applications is expected to increase. These needs were also addressed at the aforementioned regional meeting which serves to validate the interpretation of the User Survey data. Considering national trends in technology and distance education we can readily see that the NCIH is not a "technology looking for an application," rather it is a means to provide those opportunities which are vital to education, health care, government, economic, and other state entities for survival in the 21st century.
As the highest incidence of perceived need and actual use of NCIH applications was in the distance education sector, a major thrust in the discussion of findings, etc. relates to distance education. As noted by Ely (1991), "distance education technology is evident at almost every level in almost every sector" (p.1). Furthermore, "Value can be realized as convenience which makes access easy by bringing courses and services directly to the customer" (Alfred & Carter, 1996, p.13). The responses to the NCIH User Survey reflect the observations by these authors, both in use of distance education technology and in perceived value as evidenced by remarks of respondents. "Students wouldn’t have been able to take the class otherwise" is repeated time and again by respondents. The NCIH has allowed teaching and learning to transcend time and distance. An oceanography course offered to students on the coast of North Carolina and in the Piedmont simultaneously, or a French course to small groups of students in a school system which could otherwise not afford the teacher, are examples expressed in both perceived need and in applications underway.The question then becomes, what effect did the ability to provide these courses have? Did the educational system become better as a result? Will the ability to offer such courses add value to the educational experience of North Carolina teachers and students?
Perhaps these questions are best answered by an observation from Gilbert (1996): "Our society and its system of schools, colleges, and universities are undergoing a major transformation. This transformation is inevitable, irreversible, and unpredictable although we can still influence its direction. The emergence of new information technologies is neither the cause, the purpose, nor the consequence of this transformation. However, an important element of the transformation can be guided in part by our own thoughtfulness and decisions about the role of technology in education." (p. 14)If Gilbert is correct, then the conclusion to be drawn from the data gathered regarding current use of the technology provided by NCIH is that North Carolinians are deeply involved in the transformation as described. Furthermore, they are rightly thoughtful by encouraging and participating in the evaluative activities of the NCIH. Did the NCIH fill the perceived needs identified by the respondents? The conclusion is yes.
There is one limitation to be noted regarding these responses, however. That is, most respondents of the study hold the basic belief that distance education should be an integral component of the educational environment as evidenced by the NCIH grant applications. It is possible that the results may then be biased in favor of distance education.
Having said that, further implications of the needs assessment are to be considered. It is anticipated that this information will serve as a basis upon which to collect and analyze future data. Continued collection of such data is expected to provide information upon which to base future decisions about NCIH and its usefulness. An additional implication is improved student opportunities and outcomes as well as improved information systems for health, government and other state entities.Equally important are the implications for future study. The needs assessment addressed only two research questions. Future questions would include: (a) What other technology systems are in place which might make more effective use of identified applications; (b) What are the possible alternatives for those institutions/entities which perceived the need for NCIH connectivity, but could not afford the technology; (c) How should the NCIH video classroom technology be combined with data/information technology using the statewide NC fiber optic backbone; and (d) What barriers (financial, logistical, technological, etc.) exist which prevent full utilization of the NCIH technology across the state?
Recommendations which arise as a result of this study include:
 |
 |  |
 |
|---|---|---|---|
| Home Page | Table of Contents | Previous Page | Next Page |